How to Differentiate Without Extra Work

Do you struggle with the concept of differentiation, either because you aren’t sure how to do it well - or how to do it without committing to hours of work? The desire to help our students is real, but so is the fear and confusion around differentiation. Because let’s be honest: it can seem daunting when you assume it requires you to triple your workload.

Another worry around differentiation is that some students might feel bad because they know got the “easy” version.

But here's the good news: Differentiation doesn’t have to require different versions, just carefully designed ones. In this post, I’ll show you how to differentiate without extra work.

A Differentiated Approach That Works for All

One effective way to differentiate is to use tasks that are flexible enough to meet each student where they are while still targeting the same learning goal. In fact, a well-designed lesson and activity can often meet the needs of learners at multiple ability levels.

This works when you:

Use one task with multiple entry points
Provide extension prompts instead of harder worksheets
Offer optional scaffolds like sentence starters
Assess the quality of thinking, rather than the quantity of writing (you can assess writing in another assignment)

What This Looks Like in Practice

Let’s imagine this is your learning goal: students will analyze how authors reveal character through intentional choices. You provide students with approximately five short texts that they will close read and give the same directions for all:

Choose at least two of the following passages.
Do a close read of the passage
Note, in the margin, what the passage reveals about the character.
Underline or highlight at least two specific details from the passage that reveal this trait

Then, you add something like this:

IF YOU FINISH EARLY…

Choose another passage and complete the above steps, and/or
Go back to a passage that you already read and underline or highlight more details that develop the character
Offer a different interpretation of a character’s trait than the one you initially suggested.

With a selection of passages to choose from, ones with varying complexity, every student can access the task at an appropriate level without changing the assignment itself. Also, students who need more of a challenge can choose to either analyze more of the passages or go into more depth for the ones they already did.

Regardless of which passage a student chooses, they can respond in a manner that allows them to work on the skills they are ready for. Some will focus on an obvious trait. Others will connect several details or explore subtext. Some will just hit the target while others will show great insight. The task stays the same, but the depth of the response changes.

This is one way to differentiate without extra work.

Let’s look at an example:

PASSAGE: Jacob sat at the kitchen table long after his cereal went soggy. His backpack leaned against the wall, gaping open. Every few minutes, he looked over at it, picked up his phone, then put it back down again. When his mother called, “You’ll be late for school,” he said, “I know,” but didn’t move. He just kept staring at the backpack.

Developing reader:
Jacob is nervous about something. He is not eating and keeps looking at his backpack and phone.

On-level reader:
Jacob seems anxious because he keeps staring at his backpack and picking up his phone instead of eating and getting ready. Maybe something in the backpack or on his phone is bothering him. When his mom tells him he’ll be late, he says he knows, but still doesn’t move, suggesting that he may be nervous about something he has to face at school.

Advanced reader:
Jacob's actions suggest that he is feeling anxiety over something. His repeated glances at the open backpack suggest that it contains something that carries emotional weight, such as a test, an assignment, or a reminder of what waits for him at school. Likewise, the way he keeps picking up and putting down his phone implies he may be waiting for a message or replaying something he has already seen. Even when his mother tells him he will be late, Jacob does not move, which shows that his hesitation is driven by internal tension rather than distraction. The soggy, uneaten cereal suggests he may be too nervous to eat, reinforcing the idea that anticipation of what is coming is bothering him.

With this approach, students can read the same passage and instructions, but illustrate different levels of thinking.

HOW DO YOU ASSESS THIS?

If the goal is: Students will analyze how authors reveal character through intentional choices, assess whether or not the student can

Make a reasonable inference about a character
Identify relevant evidence
Explain the connection

You can use a simple rubric like the one above to give students feedback. Better yet, get them to assess themselves before you do.

Or put a class list on a clipboard and circulate while students are working. Ask them to identify a trait, make an inference, and show you a piece of evidence. Note if they are developing, meeting, or exceeding expectations.

Creating groups for differentiated skill building:

Another effective way to differentiate without extra work is via stations. The information you collect will allow you to create some tiered stations activities that provide students with the help they need.

You will have five groups, but only three levels. Depending on the makeup of your class, it might look like this:

Group 1 - Developing (low):

Group 2 - Developing (high)

Group 3 - Meeting Expectations (low)

Group 4 - Meeting Expectations (high)

Group 5 - Exceeding Expectations

Next, choose five short passages that can be read during the time groups are at the stations.

Now you set up your stations in a way that allows each group to work on the skills they need to work on. Your station rotation will include a teacher-led one where you can adapt your instruction based on each group’s level.

Station 1: Teacher- Led Station: You will use this station to give each group the instruction and skill-building they need based on where they are.

Station 2 - 5 will have a passage that reveals character, and each group will have different instructions to complete while there. This way, they can work on the skills that they most need to work on. The lowest groups continue to build the skills they need to master the task, while the more advanced groups will move on to more complex tasks.

The Developing Group gets these instructions:

Carefully read the passage
Identify one character trait.
Find a detail or quotation from that text that best illustrates this trait.
Complete the sentence frame. (You can provide multiple frames to choose from)
{The character’s name} is ___ . For example, __________.

The Meeting Expectations Group gets these instructions:

Carefully read the passage
Identify at least one character trait.
Choose one quotation that best supports the trait.
Find at least one other detail or quotation that illustrates this trait.
Write 2–3 sentences explaining how the details you chose support the trait.

The Exceeding Expectations Group gets these instructions:

Carefully read the passage
Identify anything you learn about the character
Select the best evidence to support your analysis of the character.
Write a short paragraph that explains what you have learned about the character and the methods the writer uses to develop them.

Using the teacher-led station to differentiate easily

Let’s look at an order you can use to best help the students. Your lowest group will start with you at the teacher-led station. You will have a passage for them that is relatively quick to read and easy to analyse. You will work with them on close reading, identifying evidence, and analyzing that evidence. You will have sentence starters for those who need them.

Your second lowest group will come to you next and you can look at the work they did at Station E and correct any misconceptions. Then, you can repeat what you did with the first group.

When other groups get to this station, you may look at their previous work or switch out the passage and or work on different aspects of the task. With stronger groups, you may be discussing the nuances of analysis and pushing them to improve their writing. Each of the top two groups will get another station after they have been with you, allowing them to apply what they learned and to do a better job as they do.

If you have followed this order, I would ask each group to pass in the work they did at the last station. This allows you to see, hopefully, their best work. You can start your assessment during your last session with group #3.

After this station rotation, you will have a much better handle on where your students are. You may be ready to move them all to a more complex assignment. When you do, hopefully, each student will be ready to meet expectations while others will continue to exceed.

THE SAME TASK CAN HELP YOU DIFFERENTIATE WITHOUT EXTRA WORK

Differentiation can reduce barriers for students without increasing workload for teachers. With thoughtful design, the same task can challenge and support every learner in your room. Hopefully you know feel like you can differentiate without extra work.

If you love this idea but don't have time to create the materials, click below because I've got you covered!